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</head>

	

<body bgcolor=white lang=EN-US link=blue vlink=blue style='tab-interval:.5in'
id="print_screen_popup">

<div class=Section1>

<div style='margin-left:12.0pt;margin-top:12.0pt;margin-right:12.0pt;
margin-bottom:12.0pt' id="print_view">

<div>

<p class=schoolheader1 style='background:#D7EDFD'><st1:place w:st="on"><st1:PlaceName
 w:st="on">OLIVE</st1:PlaceName> <st1:PlaceName w:st="on">DODGE</st1:PlaceName>
 <st1:PlaceType w:st="on">ELEMENTARY SCHOOL</st1:PlaceType></st1:place></p>

<p class=county1 style='background:#D7EDFD'>Cathy Burdette</p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Monday,
November 2, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Story Problems with Stickers<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 1.1
Story Problems with Stickers Students revisit a context for representing place
value as they solve problems about stickers that come in strips of 10 and
singles. Class discussion focuses on adding 10s and 1s.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Developing
efficient methods for adding 2-digit numbers - Adding tens and ones to combine
2-digit numbers - Writing an equation that represents a problem<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- <span
class=GramE>tens</span> - ones<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T38-T39,
Stickers: Strips and Singles Cut apart the strips and singles. - M5, 100 chart:
Make copies to have available as needed throughout the unit. - M1-M2, Family
Letter: Make copies. (1 per student) - Connecting cubes: Organize the cubes in
towers of 10.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Mathematics in This Unit, p. 10 - Algebra Connections in This Unit,
p. 16 - Teacher Notes: Reasoning and Proof in Mathematics, p. 153; Place Value
in Grade 2, p. 156; Stickers: A Context For Place Value, p. 158 - Dialogue
Boxes: Adding with Stickers, p. 172; Is It 2 or 20?, p. 174<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Today's Number: 38 Using Two Addends<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 1.1 Today's Number: 38 Using Two Addends Post the following series of
expressions on the board and explain that these are different ways that were
generated to make 38 with two addends. Ask students to describe and explain the
pattern. 38 + 0 37 + 1 36 + 2 35 + 3 <span class=GramE>Then</span>, ask
students to use this pattern to generate ways to make 29. After they have
generated several expressions, ask whether this pattern will work for any
number.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- No
materials needed<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Tuesday,
November 3, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>More Story Problems with Stickers<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 1.2
More Story Problems with Stickers Students discuss a sticker problem that
encourages the strategy of keeping one number whole. They solve more sticker
problems, and the session ends with a discussion about a subtraction sticker
problem.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Developing
efficient methods for adding and subtracting 2-digit numbers - Writing an
equation that represents a problem - Noticing what happens to the tens place
when a multiple of 10 is added or subtracted - Adding 2-digit numbers by
keeping one number whole<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M5, 100
chart (as needed) - T52, 100 chart - Transparent strips and singles (from
Session 1.1) - Connecting cubes (organized in towers of 10)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Read Ahead
of Time - Dialogue Box: Subtracting with Stickers, p. 176<o:p></o:p></span></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Today's Number: 45 Using Addition with Multiples of 5 and 10<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 1.2 Today's Number: 45 Using Addition with Multiples of 5 and 10 As a
whole class, generate expressions for 45 by using only addition and two numbers
that are multiples of five or ten (e.g., 30 + 15, 20 + 25, or 10 + 35). The 100
<span class=GramE>chart</span> or number line will be a useful tool for some
students. After several expressions have been generated, look at a series of
expressions such as 20 + 25, 30 + 15, and 40 + 5 and ask students whether they
notice any patterns.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- No
materials needed<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Wednesday,
November 4, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Story Problems<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 1.3
Story Problems Students solve a variety of story problems. Class discussion
focuses on strategies for adding two 2-digit numbers.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Developing
efficient methods for adding and subtracting 2-digit numbers - Naming and
comparing strategies for adding 2-digit numbers - Writing an equation that
represents a problem - Developing efficient methods for notating addition and
subtraction strategies<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- <span
class=GramE>story</span> problem<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M5, 100
chart (as needed) - M3, Stickers: Strips and Singles Make copies as needed for
this session and the next. - Transparent strips and singles (from Session 1.1)
- Connecting cubes (organized in towers of 10)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>How Many Pockets? Penny-a-Pocket<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 1.3 How Many Pockets? Penny-a-Pocket Ask groups of four students to
determine how much their pockets are worth if each pocket is worth one penny.
Students count their pockets and take that amount in coins. Each group counts
their coins, trading in any amount of ten for a dime and representing their
total amount in dimes and pennies. Record each amount on the board. Groups work
together to determine the total worth of the class's pockets. Highlight for
students the connection between [72] pockets and [7] dimes and [2] pennies.
Save this data to compare it with the data students collect in Session 3.3.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Making
estimates based on data collected over time - Collecting, counting,
representing, discussing, interpreting, and comparing data - Counting by groups
- Counting a quantity in more than one way - Identifying coins and their values
- Identifying and using coin equivalencies - Using a place-value model to
represent a number as 10s and 1s - Recognizing that the first digit of a
2-digit number designates the number of groups of 10 and the second digit
designates the number of ones<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Class set
of coins<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Thursday,
November 5, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>More Story Problems<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 1.4
More Story Problems Students continue to solve a variety of story problems.
Class discussion focuses on strategies for subtracting two 2-digit numbers.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Naming and
comparing strategies for subtracting 2-digit numbers - Developing efficient
methods for adding and subtracting 2-digit numbers - Writing an equation that
represents a problem - Developing efficient methods for notating addition and
subtraction strategies<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- M3, Strips
and Singles (as needed) - M5, 100 chart (as needed) - Connecting cubes
(organized in towers of 10)<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Quick Images: Pattern Blocks<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 1.4 Quick Images: Pattern Blocks <span class=GramE>Briefly</span> show
Image A from the transparency Quick Images 1 (T51) and discuss what students
saw. Establish that the image shows two hexagons made up of rhombuses. Explain
that you are going to show the image again and that you would like students to
determine how many rhombuses there are in all. After a second look, discuss how
many rhombuses there are and how students know. <span class=GramE>Repeat with
Image B and then with Image C.</span><o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Developing
and analyzing visual images for quantities - Using ratio relationships to solve
problems - Identifying coins and their values - Adding coin amounts - Using
standard notation (+, -, =) to write equations<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T51, Quick
Images 1<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:2'><b><span
style='font-family:Arial;color:#DE443F;mso-font-kerning:18.0pt'>Friday,
November 6, 2009<o:p></o:p></span></b></p>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Guess My Number on the 100 Chart<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Session 2.1
Guess My Number on the 100 Chart Students <span class=GramE>add</span> missing
numbers to a mostly empty 100 chart and discuss strategies for placing numbers.
Then they play and discuss strategies for Guess My Number on the 100 Chart.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Becoming
familiar with the structure of the 100 chart - Developing fluency with the
sequence of numbers from 1 to 100 - Finding and using patterns in the sequence
of numbers - Using the 100 chart to reason about, and keep track of,
information about the magnitude and relationship of numbers<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- 100 chart<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- T52, 100
Chart - M5, 100 Chart: Make copies to have available as needed throughout the
unit. - M6, 50 Chart: Make copies. (<span class=GramE>as</span> needed) - M7,
200 Chart: Make copies. (<span class=GramE>as</span> needed) - M8, Guess My
Number on the 100 Chart: Make copies. (<span class=GramE>as</span> needed) -
Chart paper: Make a chart titled &quot;Good Questions for Guess My
Number.&quot; - Pocket 100 Chart: Remove all number cards except 5, 20, 43, 67,
and 81.<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

<div style='mso-element:para-border-div;border:solid #3366CC 1.0pt;border-bottom:
none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:solid #3366CC .75pt;
mso-border-right-alt:solid #3366CC .75pt;padding:4.0pt 0in 0in 4.0pt;
background:#D7EDFD;margin-left:3.75pt;margin-right:0in'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3;background:
#D7EDFD;border:none;mso-border-top-alt:solid #3366CC .75pt;mso-border-left-alt:
solid #3366CC .75pt;mso-border-right-alt:solid #3366CC .75pt;padding:0in;
mso-padding-alt:4.0pt 0in 0in 4.0pt'><b><span style='font-family:Arial;
color:black'>Today's Number: 40 <span class=GramE>With</span> Two Addends<o:p></o:p></span></b></p>

</div>

<div style='border:solid #3366CC 1.0pt;mso-border-alt:solid #3366CC .75pt;
padding:0in 8.0pt 8.0pt 8.0pt;margin-left:3.75pt'>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Summary<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>Classroom
Routine 2.1 Today's Number: 40 With Two Addends Students individually generate
expressions for 40 with two addends. Record several examples on the board
(e.g., 22 + 18). Focus on the combinations of ten in the ones digits of each
expression (e.g., 2 and 8) - If there are ones in each addend, why is there a
zero in the ones place of the answer (40)? Is this true only for 40? Would the
ones digits in any combination of 30 equal 10? What about 50? Would it be true
for any multiple of 10?<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Math Focus Points<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations - Skip counting by 2s, 5s, and 10s - Identifying patterns in the
multiples of 2, 5, and 10<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Vocabulary<o:p></o:p></span></b></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Materials<o:p></o:p></span></b></p>

<p class=MsoNormal><span style='font-size:9.5pt;font-family:Arial'>- Class set
of coins<o:p></o:p></span></p>

<p class=MsoNormal style='margin-top:12.0pt;mso-outline-level:3'><b><span
style='font-size:9.5pt;font-family:Arial;color:black'>Professional Development<o:p></o:p></span></b></p>

</div>

</div>

</div>

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